Showing 2 results for Arabzadeh
Ramazan Barkhordari, Mohammadreza Aghadosti, Mehdi Arabzadeh,
Volume 17, Issue 51 (10-2025)
Abstract
Background and purpose: Since bullying can severely affect the psycho-social, academic, and even physical health of all the children involved especially the victims, the present study aims to determine the effectiveness of the Elvis intervention program in reducing bullying among elementary school students. Except for the first grade, the city of Khalidabad was conducted in the academic year 97-98. Method: The current research was semi-experimental with a pre-test, post-test design, and a control group. For this purpose, among 244 students, 30 students were selected using the available sampling method and were randomly placed in two experimental and control groups. After that, the revised Bully-Victim Questionnaire of Olweus (1996) was implemented as a pre-test for all students, and then the Olweus intervention program was taught to the experimental group separately, and at the end, the post-test was implemented. Findings: The obtained data were analyzed by covariance analysis and SPSS software. The findings indicated the effectiveness of Olweus's anti-bullying program in reducing the bullying of experimental group students (p<0.05). Conclusion: According to this finding, it is suggested that implementing anti-bullying programs comprehensively at the level of the country's schools should be considered by education officials.
Mrs. Masoumeh Mohammadi, Dr Hamidreza Hassanabadi, Dr Mehdi Arabzadeh, Dr Javad Kavousian,
Volume 18, Issue 52 (3-2026)
Abstract
Although previous studies have examined motivating and demotivating teaching styles within the framework of the circumplex model of teaching, the link between teachers’ self-concept and these styles has remained understudied. The present study aimed to investigate how teachers’ self-concept and gender can predict motivating and demotivating teaching styles. Based on a priori power analysis for multiple regression with a medium effect size, a sample of 80 secondary school teachers in Tehran during the 2022–2023 academic year was selected through multistage cluster sampling. Data were collected by using the School Situations Questionnaire by Aelterman et al. (2019) (α = 0.77), the Teacher Self-Concept Questionnaire Retelsdorf et al. (2014) (α = 0.86). Data analysis employed descriptive statistics, independent t-tests, Pearson’s correlation coefficients, and multiple regression. The findings showed no significant gender differences except for the controlling style, in which male teachers scored higher. Furthermore, teachers’ self-concept was positively and significantly related to motivating teaching styles (autonomy-supportive and structured) and explained 13–24% of their variance, whereas it was not associated with demotivating styles (controlling and chaotic). The results highlight the importance of self-concept in shaping motivating teaching and provide practical implications for teacher education aimed at strengthening teachers’ positive self-perceptions.
